Research Background LEARNING STRATEGIES AND PROFICIENCY LEVEL IN ESSAY WRITING AT ENGLISH TEACHER EDUCATION DEPARTMENT UIN SUNAN AMPEL SURABAYA.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id strategies, cognitive strategies, and socialaffective strategies. 7 However, Oxford give sever strategies in essay writing are, metacognitive strategies, cognitive strategies, compensatory strategies, memory strategies, affective strategies, and social strategies. 8 In this research, the researcher uses metacognitive strategies, cognitive strategies, and socialaffective strategies. Metacognitive strategies organizing and evaluating learning : e.g. I think about my progress in learning English. Cognitive strategies using all your mental processes : e.g. I find the patterns in English. Socialaffective strategies learning with othersmanaging emotions : e.g. I ask for help from English speaker I encourage myself to speak English even when I am afraid of making mistake. The reason the researcher uses those strategies to indicate the students‟ because the strategy often used in earlier research. In addition, the strategy is simple and easy understands by students. Besides that, the researcher wants to show that those strategies be able to be applied in this research. The researcher uses those strategies for Argumentative class at English Teacher Education Department UIN Sunan Ampel Surabaya. The reason the researcher takes in this class because not all of department in UIN Sunan Ampel Surabaya study about argumentative essay. 7 O‟Mallay and Chamot, Learning Strategies in Second Language Acquisition, p. 13. 8 Hafiza Saima Akbar et al., Learning Strategies used by Pakistani ESL Students in University of Sargodha Global Journals Inc. USA, 2013, p. 41. digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id Argumentative essay is the third step in writing at English Education Department UIN Sunan Ampel Surabaya. In this step, the students learn and develop their idea, opinion or argument to make good essay. Before the students take thesis proposal seminar class the last step in writing, the students should learn argumentative essay. Argumentative essay helps student developing their ideas to make proposal. In addition, the students should make thesis for partial fulfillment of the requirement for the degree of Sarjana Pendidikan S.Pd in Teaching English. After the students graduate from university, the students will become the teacher. As the teacher, the students should master in writing. Therefore, the students should learn Argumentative essay as one-step to achieve like good writer. There have been some studies, which examined the learning strategies and proficiency level in essay writing. The first study by Dian Aprita Widiarti entitled The Use of Self-Assessment as Feedback strategy to improve student writing ability at MAN SIDOARJO by Dian Aprita Widiarti. This previous study focuses on the implementation of self-feedback in MAN Sidoarjo. The problem of this study is the teacher and student when using self-feedback and the student improvement after using self-back. The result of this study is the most students did not make improvement after using self-assessment as feedback. To overcome this condition, the teacher should give self-assessment regularly to make his or her student accustomed and well trained to use self- assessment as feedback. digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id Second, a study by Pipin Risky Pindowati entitled The Effectiveness of Diagram of Ideas Strategy to Enhance Student Writing Achievement for Eleventh Grades at SMAN 1 Mojosari, Mojokerto. This previous studies examine the effectiveness of diagram of ideas strategy to enhance student- writing achievement for the eleventh grade of SMAN 1 Mojosari, Mojokerto. The result of this study shows that diagram of ideas strategy was effectively improving students‟ writing skill. The recommendation for the English research and future research is for the teachers suggesting to use diagram of ideas strategy as a way to assess teaching and learning process. Moreover, for the future research, they are expected to conduct the research on other skill. Third, a study byMasrul Huda entitled Mind Mapping Strategy to Develop Student Ability in Writing Descriptive Text Grade VII-9 at SMPN 14. This study was focusing on solve the problem related to how the student generate and organize the ideas to write the topic. This study proposes mind mapping with the propose mind mapping with proper model to develop the seventh year student ability in writing descriptive text. The design of this study is collaborative classroom action research. The researcher and the teacher worked together in cyclic activities-planning, implementation, observing, and reflecting on the data gained from the teaching and learning process with run into cycles. The recommendation for the future research is to conduct the research by implementing Mind Mapping strategy in other digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id language skills. It is done to know whether or not Mind mapping strategy can be used to improve listening, speaking and reading skill. Fourth, a study by Ema Aji S entitled Employing Response Journal Writing Strategy to Improve Writing Skills at First Year of SMPN 8 Malang. The study focused on designing to improve students‟ writing skill through employing response journal strategy. This study was a classroom action research, which consisted two cycles. The result of this study showed that the response journal strategy was able to improve student-writing skill in term of fluency. There were some procedures followed in employing response journal writing. From the previous study, the question has not answered is, the correlation between learning strategies and proficiency level in essay writing. Therefore, the researcher answer those question in those research. Considering the importance the learning strategies and proficiency level in essay writing, the researcher wants find out whether there is a significant correlation between learning strategies and proficiency level in essay writing. Therefore, the researcher decides to present the researcher by the title: LEARNING STRATEGIES AND PROFICIENCY LEVEL IN ESSAY WRITING AT ENGLISH TEACHER EDUCATION DEPARTMENT UIN SUNAN AMPEL SURABAYA. digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

B. Research Question

The research attempted to identify the correlation between learning strategies and proficiency level in essay writing at English Teacher Education Department UIN Sunan Ampel Surabaya. Specifically, it aimed to answer the following questions: 1. What are the strategies preferences used by students in Essay writing at English Teacher Education Department UIN Sunan Ampel Surabaya? 2. What are the student levels of proficiency in essay writing at English Teacher Education Department UIN Sunan Ampel Surabaya? 3. What are the strategies that tends to give high proficiency in essay writing at English Teacher Education Department UIN Sunan Ampel Surabaya? 4. Is there any the correlation between learning strategies and proficiency level in essay writing at English Teacher Education Department UIN Sunan Ampel Surabaya?

C. Objective of the Research

According the statement of the problem, the purpose of this research was: 1. To know the students‟ preference strategy used in essay writing at English Teacher Education Department UIN Sunan Ampel Surabaya 2. To know the student proficiency level in essay writing at English Teacher Education Department UIN Sunan Ampel Surabaya digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 3. To know the best strategy that tend to give high proficiency in essay writing at English Teacher Education Department UIN Sunan Ampel Surabaya 4. To know the correlation between learning strategies and proficiency level in essay writing at English Teacher Education Department UIN Sunan Ampel Surabaya

D. Hypothesis

In accordance with the exploratory notion adopted by this research, it aims to test the following set of hypotheses: 1. The alternative hypothesis Ha is there is significant correlation between learning strategies and proficiency level in essay writing at English Teacher Education Department UIN Sunan Ampel Surabaya. 2. The Null hypothesis Ho is there is not significant correlation between learning strategies and proficiency level in essay writing at English Teacher Education Department UIN Sunan Ampel Surabaya.

E. Significance of the Research

By conducting this research, we recognize the correlation between learning strategies and proficiency level in essay writing. The result of the research is useful for the student and teacher. digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 1. For the students of English Teacher Education Department It would gather helpful information to assist student to be aware of the strategies they use to develop their writing skill; improve writing performance and they know that their efficiency in using strategy related with their proficiency level. 2. For the lectures of English Teacher Education Department The teacher can teach learning strategies to those below average with hope to upgrade their common of English.

F. Scope and Limitation of the Research

The researcher conducts this research by choosing English Teacher Education Department Surabaya UIN Sunan Ampel Surabaya. The reason researcher choose this place because it has learning program such essay writing, which essay writing focus on argumentative essay. The subject of the study is the student on writing III of English Teacher Education Department. In writing III, the students get learning about argumentative essay. The „argumentative essay‟ is the most common genre that undergraduate student have to write Wu, particularly in the arts, humanities and social sciences Hewings. Although the nature of the essay varies considerably across and even within disciplines, the development of an argument regarded as a key feature of successful writing by academics across disciplines Lea Street. Nesi and Gardner found in their survey of assessed digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id writing in 20 disciplines that a commonly recognized value of the essay is its „ability to display critical thinking and development of an argument within the conte xt of the curriculum‟. 9 The researcher limits discussion was correlation learning strategies and proficiency level in essay writing.

G. Definition of Key Terms

To prevent misunderstanding of the meaning of the terms in the research, the researcher provides the terms as follows:

1. Essay writing

Essays writing are shorter pieces of writing that often require the student to improve their skills such as close reading, analysis, comparison and contrast, persuasion, conciseness, clarity, and exposition. In essay writing, there are three elements introduction, body of the essay and conclusion. 10 In this research, the meaning of essay writing as document that has defined structure an introduction, body and conclusion. Essay writing has three main types are, Descriptive, Expository and Argumentative. In this research only discuss one types is Argumentative essay. 9 Ursula wingate, “Argument” Helping Students What Essay Writing is About Journal of English for Academic Purpose, 2012, p. 1. 10 Gail Craswell, ASLC Research Essay Writing London: Sage Publications, 2005, p. 23.